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Online training of TPACK skills of higher education scholars: a cross-institutional impact study

Rienties, B, Lygo-Baker, S, Brouwer, N, Bohle Carbonell, K, Townsend, D, Rozendal, A-P, van der Loo, J and Dekker, P (2013) Online training of TPACK skills of higher education scholars: a cross-institutional impact study European Journal of Teacher Education, 36 (4). pp. 480-495.

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Higher education institutions should provide adequate training for teachers in order to increase their awareness of the complex interplay between technology, pedagogy and the cognitive knowledge in their disciplines. However, research has shown that providing effective staff development from teacher educators to support these teachers' skills is not straightforward. An online teacher training programme created and implemented by a team of 14 teacher educators in a cross-institutional programme in the Netherlands was followed by 67 teachers. Data were gathered using a TPACK (Technological, Pedagogical, Content Knowledge) instrument in a pre-post test design. Furthermore, (perceived) learning satisfaction was measured in order to determine whether the design was appropriate. The results indicate that the teachers' TPACK skills increased substantially. Furthermore, most participants were positive about the design and implementation of the online professionalisation programme. Nonetheless, not all teachers were able to effectively learn in this context, requiring further fine-tuning and research. © 2013 Copyright Association for Teacher Education in Europe.

Item Type: Article
Divisions : Department of Higher Education
Authors :
Rienties, B
Lygo-Baker, S
Brouwer, N
Bohle Carbonell, K
Townsend, D
Rozendal, A-P
van der Loo, J
Dekker, P
Date : 1 November 2013
DOI : 10.1080/02619768.2013.801073
Additional Information : This is an Author's Accepted Manuscript of an article published in European Journal of Teacher Education (2013) Copyright Taylor & Francis, available online at:
Depositing User : Symplectic Elements
Date Deposited : 31 Jul 2013 17:19
Last Modified : 31 Oct 2017 15:07

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